IDEB AND TEACHING PERFORMANCE FROM THE PERSPECTIVE OF SELF-REGULATION
This research aimed to analyze the Basic Education Development Index (IDEB) impacton Elementary School as a result of self-regulation of teachers' behavior. A comparative case study wascarried out between two schools from a Municipal Education Network in Northern Rio de Janeiro State,which were...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Recursos: | Universidade Federal de Minas Gerais (UFMG) |
| Repositorio: | Educação em Revista |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufmg.br:article/37834 |
| Acesso em linha: | https://periodicos.ufmg.br/index.php/edrevista/article/view/37834 |
| Access Level: | acceso abierto |
| Palavra-chave: | IDEB Autorregulação Atuação docente Self-regulation Teaching performance Autorregulación Actuación docente |
| Resumo: | This research aimed to analyze the Basic Education Development Index (IDEB) impacton Elementary School as a result of self-regulation of teachers' behavior. A comparative case study wascarried out between two schools from a Municipal Education Network in Northern Rio de Janeiro State,which were, respectively, among the highest and the lowest IDEB results in 2015. It was a qualitativestudy carried out with teachers, pedagogical advisors and school principals. Interviews and observationsresults were analyzed based on Content Analysis from the theoretical perspective of self-regulation. Itwas found that the lack of clarity about the MEC (Ministry of Education) assessment objectivescompromised the planning of actions and the reflection about the results. The success achieved in theIDEB increased motivation to maintain good results, which did not happen in the school that did notreach the goal projected by the MEC. In addition, it became evident that, faced with the imminence ofProva Brasil, the external regulations influence teachers to prepare students. |
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